Статьи выпуска № 2, год 2023(EN)

Features of Parent-Child Interaction in the Family of a Child with an Intellectual Disability

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Author(s)

Yulia N. Danilova, Psychologist, Assistant Professor of the Department of General and Practical Psychology, https://orcid.org/0000-0002-9964-0256, Institute of Special Education and Psychology, Moscow City Pedagogical University

27 Petrovsko-Razumovsky proezd, Moscow, Russia, 127287, tel.: +7 (495) 6121436, This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract. Introduction. This article examines parent-child interaction in a family with older preschoolers with intellectual disabilities and in a family with normally developing peers based on empirical research. The relevance of studying psychological features of parent-child interaction with preschoolers with intellectual disabilities is substantiated, on the one hand, by the insufficiency of psychological research studying this problem and, on the other, by the significance of this topic for the socialization of children in the studied category. The aim of the study is to identify psychological features of parent-child interaction in families of preschoolers with intellectual disabilities based on comparison with families with normally developing peers.

Materials and Methods. The main research method was an ascertaining experiment, including the diagnostic methodology of “Studying the Interaction of Parents with Children” by I.M. Markovskaya, methods of mathematical and statistical processing and interpretation of data using the Mann-Whitney method, and cluster analysis.

Results. The empirical study revealed the presence of psychological features of parent-child interaction in families of preschoolers with intellectual disabilities, which were characterized by heterogeneity and level differences in quantitative and qualitative criteria-based characteristics of interaction between parents and preschoolers with intellectual disabilities based on comparison to families with normally developing peers.

Conclusion. The conducted experiment confirmed the hypothesis put forward about the presence of psychological features of parent-child interaction in the family of a child with an intellectual disability, manifested in immaturity, disharmony, and heterogeneity, which in turn reflect the specifics of the intra-family atmosphere caused by the birth of a child of this category. Furthermore, it confirmed the theoretical position on the unity of the laws of mental development of normally developing preschoolers and with an intellectual disability, implemented in the context of interaction between parents and a child of this category at the stage of preschool childhood.

Keywords: family, parent-child interaction, children with an intellectual disability of preschool age, scales of interaction

For citation: Danilova Yu.N. Features of Parent-Child Interaction in the Family of a Child with an Intellectual Disability. Pedagogicheskiy IMIDZH = Pedagogical IMAGE. 2023; 17 (2):286-299. (In Russ.). DOI: https://doi.org/10.32343/2409-5052-2023-17-2-286-299

DOI: https://doi.org/10.32343/2409-5052-2023-17-2-286-299

UDС: 376.4

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Study of the Perceptions of Persons with Disabilities and Specialists of Helping Professions about the Phenomenon of Extrability and its Relationship to Creative Self-Actualization

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Author(s)

Nadiya Sh. Tyurina, Сandidate of Sсienсes (Pedagogy), Assoсiate Professor of the Department of Speсial Pedagogy and Сomprehensive Rehabilitation, https://orcid.org/0000-0002-2226-3595,

Author ID in RSCI – 765177, Institute of Speсial Eduсation and Psyсhology, Mosсow Сity Pedagogiсal University

8 Panferova St, bldg. 2, Mosсow, Russia, 119261, tel.: +7 (499) 1349468, This email address is being protected from spambots. You need JavaScript enabled to view it.

Nadezhda P. Polyakova, Сandidate of Sсienсes (Pedagogy), Assoсiate Professor of the Department of Speсial, Pedagogy and Comprehensive Rehabilitation, https://orcid.org/0000-0002-2374-2686, Author ID in RSCI – 820090, Institute of Speсial Eduсation and Psyсhology, Mosсow Сity Pedagogiсal University

8 Panferova St, bldg. 2, Mosсow, Russia, 119261, tel.: +7 (499) 1349468, This email address is being protected from spambots. You need JavaScript enabled to view it.

Olga Yu. Sokolova, Сandidate of Sсienсes (Pedagogy), Assoсiate Professor of the Department of Speсial Pedagogy and Comprehensive Rehabilitation, http//orcid.org/0000-0002-0913-7009, Author ID in RSCI – 815176, Institute of Speсial Eduсation and Psyсhology, Mosсow Сity Pedagogiсal University

8 Panferova St, bldg. 2, Mosсow, Russia, 119261, tel.: +7 (499) 1349468, This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract. Introduction. The data obtained in the course of studying the perception of people with disabilities by various social groups and, in particular, the concept of “extrability”, made it possible to raise the question of the essence of this сonсept. The conditions for the creative self-actualization of people with disabilities include the presence in these categories of people of abilities that exceed the minimum necessary for suссessful adaptation; enlightened society; and inclusive environment.

The purpose of the article is to study the phenomenon of extrability, experimental study of ideas about this phenomenon and its connection with creative self-actualization among the target audience (people with disabilities, helping specialists).

Materials and methods. When working on the article, analytic methods (a retrospective analysis of scientific literature) and practical methods (personal experience in preparing students in the system of special education and working with gifted children, including those with special educational programs) were applied.

Research results. Using their research experience, the authors of the article proposed a scientific rationale for the need to rethink the essence of creative self-actualization for persons with disabilities, the conditions of which are abilities that cannot be reduced to a set of compensatory mechanisms. The study of extrability as a socio-cultural phenomenon was carried out in two stages: the first stage was of an educational nature, and the second stage involved the study of the dynamics of changes in people’s perceptions of extrability in different social groups. The conditions that allow for the self-actualization of people with disabilities were proposed.

Conclusion. The proposed approach to understanding the phenomenon of abilities that exceed the minimum required for successful socialization as extrability can be used by teachers of special, general, and additional education, helping specialists working with various categories of people with psychological disorders. dents in the system of special education; work with gifted children with special educational needs

Keywords: creative self-actualization; extrability; disability; inclusion; preparation of students in the system of special education; work with gifted children with special educational needs

For citation: Tyurina N.Sh., Polyakova N.P., Sokolova O.Yu. Study of the Perceptions of Persons with Disabilities and Specialists of Helping Professions about the Phenomenon of Extrability and its Relationship to Creative Self-Actualization. Pedagogicheskiy IMIDZH = Pedagogical IMAGE. 2023; 17 (2):273-285. (In Russ.). DOI: https://doi.org/10.32343/2409-5052-2023-17-2-273-285

DOI: https://doi.org/10.32343/2409-5052-2023-17-2-273-285

UDС: 159.99

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Features of Professional Burnout of Pedagogical Workers and the Role of Mindfulness in its Prevention

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Author(s)

Anastasia A. Kiseleva, Lecturer, Department of Primary and Preschool Education, https://orcid.org/0000-0002-7538-8375, Institute for the Development of Education of Irkutsk Region

10A Krasnokazachya St, Irkutsk, Russia, 664007, tel.: +7 (3952) 500904, This email address is being protected from spambots. You need JavaScript enabled to view it.

Mikhail Yu. Kuzmin, Candidate of Sciences (Psychology), Associate Professor of the Department of General Psychology, https://orcid.org/0000-0002-7538-8375, Irkutsk State University

1 Karl Marx St, Irkutsk, Russia, 664003, tel.: +7 (3952) 243244;

Associate Professor of the Department of Primary and Preschool Education, Institute for the Development of Education of Irkutsk Region

10A Krasnokazachya St, Irkutsk, Russia, 664007, tel.: +7 (3952) 500904, This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract. Introduction. The article deals with the problem of professional burnout of teachers in connection with the effectiveness of pedagogical activity, its features, and the role of awareness

in its prevention.

Materials and methods. The study involved 88 teachers of various lengths of service and specialties. In addition, a group of medical workers (96 people) participated. We used the Maslach burnout test, the Lazarus and Folkman Coping Strategies Test, the Beck Depression Inventory (BDI), the Perceived Stress Scale (PSS-10), the Short Form Survey (SF-12), the Five Facet Mindfulness Questionnaire, and the Mindful Attention Awareness Scale (MAAS). We applied Student’s t-test and regression analysis for processing.

Results. It has been established that there is a relationship between the level of professional burnout and the effectiveness of pedagogical activity. It has been determined that pedagogical workers, in comparison with medical workers, show more signs of professional burnout, which is expressed both in specialized scales and in the level of perceived stress. Pedagogical workers with a high level of burnout rely on different strategies of coping behavior than medical workers; they have a lower level of mindfulness. Factors preventing the development of burnout in teaching staff, the problem-solving planning strategy, a high level of mindfulness, and the presence of family relationships were identified.

Conclusion. The results obtained in course of the study will be used to adapt a training program to reduce professional burnout.

Keywords: professional burnout, pedagogical workers, mindfulness

For citation: Kiseleva A. A., Kuzmin M. Yu. Features of Professional Burnout of Pedagogical Workers and the Role of Mindfulness in its Prevention. Pedagogicheskiy IMIDZH = Pedagogical IMAGE. 2023; 17 (2):238-260. (In Russ.). DOI: https://doi.org/10.32343/2409-5052-2023-17-2-238-260

DOI: https://doi.org/10.32343/2409-5052-2023-17-2-238-260

UDС: 159.923.2+37.015.32:37.08

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Indicators of the Emotional Well-Being of Preschool Students

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Author(s)

Maria D. Kukushkina, Deputy Director for Innovation and Strategic Development of the Education System of the Nevsky District, Methodologist of the Information and Methodological

Center of the Nevsky District of St. Petersburg, https://orcid.org/0000-0003-4382-7748, Author ID in RSCI: 40449722, SPIN-code: 5228-2831

42 Babushkina St, bldg. 4, Saint Petersburg, Russia, 192171, tel.: +7 (812) 5601306, This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract. Introduction. The article is devoted to the study of the indicators of emotional well-being as well as the ideas of preschool teachers about the indicators of the emotional well-being of preschoolers. Based on a theoretical analysis, a definition of the emotional well-being of a preschooler is proposed, and its components conditioned by the age characteristics and needs of a student in the senior group of kindergarten are identified. A survey was conducted to identify the ideas of preschool teachers about the importance of indicators of the emotional well-being of preschoolers. The purpose of the article is to consider the structure of the emotional well-being of a preschooler, identify the components and indicators of emotional well-being, and share ideas about them among preschool teachers.

Materials and methods. The following methods were used in the course of the study: a generalizing analysis of scientific, research and methodological literature on the issues of the emotional well-being of a preschooler, statistical analysis of the survey results, content analysis.

Results. The indicators of the emotional well-being of a preschooler at the emotional, cognitive, and behavioral levels are proposed using a theoretical analysis of the scientific literature. We carried out an empirical study of the ideas of preschool teachers, which made it possible to determine the most significant, according to the teachers, indicators of the emotional well-being of a preschooler.

Conclusion. The conducted study allows us to conclude that the specific structure of the emotional well-being of a preschooler is determined, on the one hand, by the satisfaction of such age-related needs as the need for security, friendly communication, and a positive assessment of the child’s personality by others and themselves, and on the other hand, by such factors and  characteristics of the social environment as the acceptance of the child by the children’s team, the strategies of communication and conflict resolution adopted in the group. The ideas of teachers about the structure of the emotional well-being of a preschooler includeindicators related to both the emotional and behavioral, and cognitive spheres of the child’s personality. The lack of unity in educators’ understanding of the significance of indicators of the behavioral and cognitive spheres indicates the need to include knowledge about the indicators of emotional well-being in the content of psychological education for preschool teachers, as well as the inclusion of measures to form ideas about the indicators of emotional well-being of a preschooler at the emotional, cognitive and behavioral levels. These studies will be useful not only in the development of a system of activities aimed at informing and psychologically educating teachers but also in the formation of plans for group and individual preventive and psycho-corrective work of educational psychologists aimed at forming and maintaining the emotional well-being of preschoolers.

Keywords: emotional well-being of a preschooler, age-related needs of a preschooler, psychological health of a preschooler, preschool educational institution

For citation: Kukushkina M.D. Indicators of Emotional Well-Being of Preschool Students. Pedagogicheskiy IMIDZH = Pedagogical IMAGE. 2023; 17 (2): 261-272 (In Russ.). DOI: https://doi.org/10.32343/2409-5052-2023-17-2-261-272

DOI: https://doi.org/10.32343/2409-5052-2023-17-2-261-272

UDС: 37.015.31

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Problems of Updating the Content of Subjects and Support for Classes of Psychological and Pedagogical Orientation

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Author(s)

 

Olga V. Karakulova, Candidate of Sciences (Pedagogy), Dean of the Faculty of Psychology and Special Education, https://orcid.org/0000-0001-5319-3377, AuthorID: 590724, Tomsk State Pedagogical University

60 Kievskaya St, Tomsk, Russia, 634061, tel.: +7 (382) 311340, This email address is being protected from spambots. You need JavaScript enabled to view it.

Galina Yu. Titova, Candidate of Sciences (Pedagogy), Associate Professor, Head of the Department of Social Pedagogy, https://orcid.org/0000-0001-7757-5329, AuthorID: 451300,

Tomsk State Pedagogical University

60 Kievskaya St, Tomsk, Russia, 634061, tel.: +7 (382) 311340, This email address is being protected from spambots. You need JavaScript enabled to view it.

Alla A. Lyba, Senior Lecturer of the Department of Social Pedagogy, https://orcid.org/0000-0003-2131-6840, AuthorID: 904087, Tomsk State Pedagogical University

60 Kievskaya St, Tomsk, Russia, 634061, tel.: +7 (382) 311340, This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract. Introduction. The article examines the relevance of opening classes of psychological and pedagogical orientation; the main provisions of the documents regulating the work in these

classes are given.

Materials and methods. We used analytical methods and an analysis of the responses received in the course of the group discussion of the strategic session.

Results. During the strategic session with the participation of representatives of educational organizations of the city of Tomsk and the Tomsk region, deficits and difficulties in the implementation of activities and the curriculum of classes and groups of psychological and pedagogical orientation were identified: insufficient understanding of the essence of the opening of psychological and pedagogical classes, the issue of the content of invariant courses and teaching methods, the lack of involvement of other educators, the problems of chronic fatigue, and the lack of time that are common among many.

Keywords: conceptual and technological renewal, classes of psychological and pedagogical orientation, professional self-determination, issues, teacher deficits, solutions, methodological developments, practice orientation

For citation: Karakulova O.V., Titova G.Yu., Lyba A.A. Problems of Updating the Content of Subjects and Support for Classes of Psychological and Pedagogical Orientation. Pedagogicheskiy IMIDZH = Pedagogical IMAGE. 2023; 17(2): 227-237. (In Russ.). DOI: https://doi. org/10.32343/2409-5052-2023-17-2-227-237

DOI: https://doi.org/10.32343/2409-5052-2023-17-2-227-237

UDС: 159.99+371.214.1

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